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Book Details
Abstract
As nurses become responsible for increasingly technical service delivery, has
the profession lost its focus on the emotional and human aspects of the role?
Do care and compassion remain at the heart of contemporary nursing practice?
In this major reworking of a classic text, respected author Pam Smith emphasizes
the continued relevance of emotional labour within the modern healthcare
context. Revisiting her original findings in light of fresh theoretical perspectives
and data drawn from her own new research studies, Smith explores the ways
in which the experience of learning nursing and caring is changing in the twentyfirst
century.
A vivid example of the significance of nursing's evidence base, this timely new
edition:
? addresses the most emotionally challenging aspects of the nursing role,
including encountering death and dying on the ward;
? examines the impact of race, age, gender and violence in providing patientcentred
care;? interrogates the importance of the role of practice educators and mentors in
practice settings.
An inspiring text for the next generation of nurses, The Emotional Labour of
Nursing Revisited is an essential read for anyone interested in the contemporary
challenges of keeping the whole person at the centre of their practice.
PAM SMITHis Professor of Nurse Education and Head of Nursing Studies in the School of Health in Social Science at the University of Edinburgh, UK. As the General Nursing Council (GNC) Trust Endowed Chair in Nurse Education, she held the post of Director of the Centre for Research in Nursing and Midwifery Education at the University of Surrey, UK from 2002 to 2009.
This is an excellent text, timely and much needed in health care today. It was such a pleasure to read a very important contribution to nursing knowledge and I'm sure that so many nurses and health care workers would benefit from reading it. I suggest it should be core reading on all health care programmes, especially nursing.' - Dr D.M. Mazhindu, Senior Research Fellow, Faculty of Health and Applied Social Science, Liverpool John Moores University, UK
''An extremely well presented text which offers a great breadth of discussion, drawn from a robust evidence base. This is a book that I would imagine students and post registered staff referring back to time and time again.' - Brigid Purcell, Senior Lecturer, University of Huddersfield, UK
""This book has many [highlights]…but it has an important message to pass on - emotional labour takes its toll…At times it is uncomfortable and difficult reading but thought provoking and necessary…Smith raises some salient points regarding how we teach and support nurses, the importance ward structures and supportive environments play in encouraging our workforce." - Nursing Times
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover | ||
| Half-Title | i | ||
| Dedication | ii | ||
| Title | iii | ||
| Copyright | iv | ||
| Contents | v | ||
| List of Illustrations | ix | ||
| Acknowledgements | x | ||
| Preface | xi | ||
| Foreword | xiv | ||
| 1 Introduction | 1 | ||
| ‘The little things’ | 1 | ||
| What is care? | 10 | ||
| The emotional labour of care | 12 | ||
| Emotional labour and emotional intelligence | 15 | ||
| Nursing and care | 16 | ||
| The body–mind dichotomy | 18 | ||
| The politics of care | 20 | ||
| Emotional labour costs | 23 | ||
| Everybody’s ideal | 26 | ||
| The nurse as emotional labourer | 27 | ||
| 2 Putting their toe in the water: selecting, testing and expecting nurses to care | 30 | ||
| Research subjects, settings and methods | 30 | ||
| The 1984 study | 30 | ||
| The need for a new study in the 2000s | 31 | ||
| Who train as nurses? | 32 | ||
| 1984–1985 | 32 | ||
| 2006–2008 | 32 | ||
| Ward learning environment questionnaire respondents | 32 | ||
| Demographic characteristics | 32 | ||
| Educational qualifi cations | 33 | ||
| Programme and year of study | 33 | ||
| ‘Too posh to wash’ | 34 | ||
| Recruitment and retention | 35 | ||
| The job prospectus | 35 | ||
| Selection procedures | 39 | ||
| 1984–1985 | 39 | ||
| 2006–2008 | 42 | ||
| Standing up in the NHS environment | 44 | ||
| Methods of testing and assessment to ensure students are ‘up to standard’ | 48 | ||
| The role of the mentor/assessor | 48 | ||
| Meeting with the mentor/assessor in practice to review progress | 49 | ||
| Mentor/assessor’s assessment of and statement of achievement | 49 | ||
| In Nightingale’s image | 51 | ||
| 1980s style | 51 | ||
| Perspectives for the 2000s | 53 | ||
| Summary | 54 | ||
| 3 Nothing is really said about care: defining nursing knowledge | 56 | ||
| The impact of policy on nurse education and the nursing workforce | 57 | ||
| Caring not nursing, working not learning | 58 | ||
| The content of nurse training | 64 | ||
| City Hospital in the 1980s | 64 | ||
| The NHS in the 2000s | 66 | ||
| The curriculum in four case study sites | 67 | ||
| Linking theory and practice | 68 | ||
| Mentoring systems and training | 70 | ||
| Supernumerary status | 70 | ||
| Student support | 70 | ||
| Implementing the ‘Living Curriculum’ | 71 | ||
| The 1980s | 71 | ||
| Nursing process: philosophy, conceptual device or work method? | 72 | ||
| The 2000s | 72 | ||
| Affective/psychosocial nursing and learning to do emotional labour | 73 | ||
| Patient–nurse perceptions: fi rst-year students | 73 | ||
| Critical incidents: third-year students | 75 | ||
| The psychiatric nursing module | 76 | ||
| Informal training for people work: feeling rules and emotion management | 77 | ||
| Learning to communicate and emotion management: patients’ views Patients’ views: 2000 | 79 | ||
| Summary | 81 | ||
| The 1980s | 81 | ||
| The 2000s | 82 | ||
| 4 You learn from what’s wrong with the patient: defining nursing work | 84 | ||
| You learn from what’s wrong with the patient: how medical specialities legitimize nursing work | 85 | ||
| Recognizing emotion work | 91 | ||
| The 1980s | 91 | ||
| The 2000s | 93 | ||
| When the feelings don’t fi t | 94 | ||
| There are some patients you’d rather nurse than others: issues of age, gender and race – then and now | 99 | ||
| When emotional labour is the work: the case of violent patients | 102 | ||
| The 1980s | 102 | ||
| The 2000s | 103 | ||
| Dispelling the stereotypes: issues of race | 104 | ||
| The 1980s | 104 | ||
| The 2000s | 105 | ||
| Summary | 106 | ||
| 5 The ward sister and the infrastructure of emotion work: making it visible on the ward – from ward sister to ward manager and the role of the mentor | 108 | ||
| Everybody’s ideal: characteristics of ward sisters and nurses | 109 | ||
| Producing and reproducing emotional labour in the ward | 112 | ||
| Reproducing emotional labour, management styles and the nursing process | 114 | ||
| The ward learning environment in 2006–2008 | 119 | ||
| Managers and mentors | 119 | ||
| From ward sister to ward manager: who sets the emotional tone? | 124 | ||
| The changing infrastructure of emotional labour and learning in the 2000s | 126 | ||
| Summary | 130 | ||
| 6 Death and dying in hospital: the ultimate emotional labour | 132 | ||
| Introduction | 132 | ||
| Defi ning death and dying in hospitals in the 1980s | 132 | ||
| Feelings about death and dying | 134 | ||
| Death’s unpredictability | 135 | ||
| Packaging death | 136 | ||
| ‘You knew exactly what to do’: a death well managed | 137 | ||
| The technical and emotional labour of death | 138 | ||
| Death and bereavement | 140 | ||
| The role of the hierarchy in managing death | 144 | ||
| Facing death and dying in the 2000s | 144 | ||
| Death and dying – still the ultimate emotional labour | 147 | ||
| Students’ stories in the 2000s | 149 | ||
| ‘No one to help when your fi rst patient dies’ | 149 | ||
| ‘Talking and cups of tea’ | 150 | ||
| ‘I’d never done care work before’ | 151 | ||
| New ways of packaging death | 152 | ||
| Caring not nursing | 153 | ||
| Summary | 154 | ||
| 7 The caring trajectory: caring styles and capacity over time | 156 | ||
| The student nurse trajectory in the 1980s | 158 | ||
| First-year students: ‘so good to have around’ | 159 | ||
| Third-year students: ‘the blues time’ | 163 | ||
| Refl ections for the 2000s | 164 | ||
| Personal emotion work | 164 | ||
| Being thrown in at the deep end | 165 | ||
| Caring factors | 170 | ||
| Ward management styles: recognizing o repressing individuality | 170 | ||
| Ward management styles: recognizing the student’s learning role | 175 | ||
| Personal support | 176 | ||
| The caring-learning relationship and emotional labour | 177 | ||
| Emotional labour: styles and strategies | 178 | ||
| The 1980s | 178 | ||
| The 2000s | 181 | ||
| 8 Conclusions | 183 | ||
| Concepts of care and emotional labour | 183 | ||
| At what cost care? | 187 | ||
| The future of nursing theory and practice | 189 | ||
| Agenda for Change | 189 | ||
| Modernising nursing careers | 190 | ||
| Maintaining morale and wellbeing | 191 | ||
| Emotions, experiential learning and new knowledge | 192 | ||
| The disappearing ward sister | 195 | ||
| Death and dying in hospital: still the ultimate emotional labour | 196 | ||
| Facilitating caring trajectories | 197 | ||
| The effects of emotional care on patient outcomes | 199 | ||
| Notes | 204 | ||
| References | 214 | ||
| Index | 225 |